A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction

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Conceptions of Efficiency: Applications in Learning and Problem Solving (2010, background): “A number of recent studies have provided important insights about ways to measure and improve instructional efficiency ( Tuovinen & Paas, 2004 ; Gog & Paas, 2008 ), and about how different variables affect problem-solving efficiency ( Hoffman & Schraw, 2009 ; Paas, Tuovinen, van Merrienboer, & Dar”
Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning (2009, background): “…Corbalan et al. (2008b) found that shared control over task selection also led to higher task involvement than program control, that is, higher learning outcomes combined with more effort directly invested in learning (for more detail on the computation of task involvement, see Paas et al. 2005).”
Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners (2008, background): “Moreno, 2005, 2006; Paas, Tuovinen, van Merrienboer, & Darabi, 2005 ) have challenged others in the field to broaden their conceptions of what it means to create an effective and efficient learning environment, and to begin considering the motivational effects of constructivist-based methods.”